The DRA assessment is used to obtain insight into student’s specific reading abilities and struggles. The results of the DRA are used to directly plan instruction. The DRA begins with a section of oral reading in which a student reads a section of a story out loud as the administer records any miscues. After the oral reading, the student fills out various prediction questions in their student copy. Once predictions are completed, the student is directed to complete the reading of the book silently. When reading is complete, the student answers various summary and analysis questions regarding what they had just read. The student’s results to both the oral and independent reading are analyzed and assessed using a rubric. Student’s needs are unveiled and a plan for future instruction is determined. For example, if a student struggled with reading with expression and punctuation, one may plan future instruction centered on repeated readings or reader’s theater. If a student is unable to recall important details from their reading, a lesson centered on determining importance should be planned.
An alternative tool to assess reading for high school students is the Qualitative Reading Inventory. It provides a wide range of authentic readings with age-appropriate content that can be used in lieu of the DRA.
An alternative tool to assess reading for high school students is the Qualitative Reading Inventory. It provides a wide range of authentic readings with age-appropriate content that can be used in lieu of the DRA.
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